This research had the following four inter-related purposes: (1) to identify and clarify the distinctions between learning styles, preferences and strategies of students, and their practical application to vocational education and training (VET) learning environments; (2) to identify the extent to which the VET sector takes account of preferred learning styles and the range of teaching strategies already in place throughout the sector, their effectiveness for learners and different learner groups, and their applicability to different instructional methodologies and learning outcomes; (3) to develop a set of strategies that instructors can use to develop learners and knowledge/skill acquisition within the training package context; and (4) to identify a professional development program, or set of programs, that will be valuable in assisting VET instructors to develop client-focused delivery methods. The research was undertaken in five technical and further education (TAFE) institutes and one professional network of trainers in private and public registered training organisations. Research sites were spread between Victoria, South Australia and Western Australia. Participants in the research were teaching staff, students and management staff. Data collection methods included a questionnaire undertaken by teaching staff, focus groups of teachers, students, and management/support staff, and case studies of exemplary practice. The development of self-directedness in student learning has been shown in the research to be increasingly important in contemporary VET learning environments, as well as being important in engaging successfully in modern and rapidly changing work environments. The current research has further shown that there is broad recognition among VET teachers of the need for self-directed learning among students but that students are generally not well equipped for it. The research also indicated that at lower Australian Qualifications Framework levels more attention may need to be paid to the development of self-directed learning so that engagement with higher levels is more successful. Appended are: (1) Data collection instruments; and (2) Proposed professional development program. (Contains 1 figure and 1 exhibit.)

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